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reality games</title> <meta name="description" content="Search results for: alternate reality games"> <meta name="keywords" content="alternate reality games"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="alternate reality games"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 1905</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: alternate reality games</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1905</span> Designing an Adventure: University of Southern California’s Experiment in Using Alternate Reality Games to Educate Students and Inspire Change</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anahita%20Dalmia">Anahita Dalmia</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There has been a recent rise in ‘audience-centric’ and immersive storytelling. This indicates audiences are gaining interest in experiencing real adventure with everything that encompasses the struggle, the new friendships, skill development, and growth. This paper examines two themed alternate reality games created by a group of students at the University of Southern California as an experiment in how to design an adventure and to evaluate its impact on participants. The experiences combined immersive improvisational theatre and live-action roleplaying to create socially aware experiences within the timespan of four hours, using Harry Potter and mythology as themes. In each experiment, over 500 players simultaneously embarked on quests -a series of challenges including puzzle-solving, scavenger-hunting, and character interactions- to join a narrative faction. While playing, the participants were asked to choose faction alignments based on the characters they interacted with, as well as their own backgrounds and moral values. During the narrative finale, the impact of their individual choices on the larger story and game were revealed. After the conclusion of each experience, participants filled out questionnaires and were interviewed. Through this, it was discovered that participants developed transferable problem-solving, team-work, and persuasion skills. They also learned about the theme of the experience and reflected on their own moral values and judgment-making abilities after they realized the consequences of their actions in the game-world, inspiring some participants to make changes outside of it. This reveals that alternative reality games can lead to socialization, educational development, and real-world change in a variety of contexts when implemented correctly. This experiment has begun to discover the value of alternate reality games in a real-world context and to develop a reproducible format to continue to create such an impact. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adventure" title="adventure">adventure</a>, <a href="https://publications.waset.org/abstracts/search?q=alternate%20reality%20games" title=" alternate reality games"> alternate reality games</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=immersive%20entertainment" title=" immersive entertainment"> immersive entertainment</a>, <a href="https://publications.waset.org/abstracts/search?q=interactive%20entertainment" title=" interactive entertainment"> interactive entertainment</a> </p> <a href="https://publications.waset.org/abstracts/111276/designing-an-adventure-university-of-southern-californias-experiment-in-using-alternate-reality-games-to-educate-students-and-inspire-change" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/111276.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">132</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1904</span> How Social Capital Mediates the Relationships between Interpersonal Interaction and Health: Location-Based Augmented Reality Games</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chechen%20Liao">Chechen Liao</a>, <a href="https://publications.waset.org/abstracts/search?q=Pui-Lai%20To"> Pui-Lai To</a>, <a href="https://publications.waset.org/abstracts/search?q=Yi-Hui%20Wang"> Yi-Hui Wang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Recently location-based augmented reality games (LBS+AR) have become increasingly popular as a major form of entertainment. Location-based augmented reality games have provided a lot of opportunities for face-to-face interaction among players. Prior studies also indicate that the social side of location-based augmented reality games are one of the major reasons for players to engage in the games. However, the impact of the usage of location-based augmented reality games has not been well explored. The study examines how interpersonal interaction affects social capital and health through playing location-based augmented reality games. The study also investigates how social capital mediates the relationships between interpersonal interaction and health. The study uses survey method to collect data. Six-hundred forty-seven questionnaires are collected. Structural equation modeling is used to investigate the relationships among variables. The causal relationships between variables in the research model are tested. The results of the study indicated that four interpersonal attraction attributes, including ability, proximity, similarity, and familiarity, are identified by ways of factor analysis. Interpersonal attraction is important for location-based augmented reality game-players to develop bonding and bridging social capital. Bonding and bridging social capital have a positive impact on the mental and social health of game-players. The results of the study provide academic and practical implications for future growth of location-based augmented reality games. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=health" title="health">health</a>, <a href="https://publications.waset.org/abstracts/search?q=interpersonal%20interaction" title=" interpersonal interaction"> interpersonal interaction</a>, <a href="https://publications.waset.org/abstracts/search?q=location-based%20augmented%20reality%20games" title=" location-based augmented reality games"> location-based augmented reality games</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20capital" title=" social capital"> social capital</a> </p> <a href="https://publications.waset.org/abstracts/78880/how-social-capital-mediates-the-relationships-between-interpersonal-interaction-and-health-location-based-augmented-reality-games" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/78880.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">258</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1903</span> Great Art for Little Children - Games in School Education as Integration of Polish-Language, Eurhythmics, Artistic and Mathematical Subject Matter </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ma%C5%82gorzata%20Anna%20Karczmarzyk">Małgorzata Anna Karczmarzyk</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Who is the contemporary child? What are his/her distinctive features making him/her different from earlier generations? And how to teach in the dissimilar social reality? These questions will constitute the key to my reflections on contemporary early school education. For, to my mind, games have become highly significant for the modern model of education. There arise publications and research employing games to increase competence both in business, tutoring, or coaching, as well as in academic education . Thanks to games students and subordinates can be taught such abilities as problem thinking, creativity, consistent fulfillment of goals, resourcefulness and skills of communication. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=games" title="games">games</a>, <a href="https://publications.waset.org/abstracts/search?q=art" title=" art"> art</a>, <a href="https://publications.waset.org/abstracts/search?q=children" title=" children"> children</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20education" title=" school education"> school education</a>, <a href="https://publications.waset.org/abstracts/search?q=integration" title=" integration"> integration</a> </p> <a href="https://publications.waset.org/abstracts/20133/great-art-for-little-children-games-in-school-education-as-integration-of-polish-language-eurhythmics-artistic-and-mathematical-subject-matter" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/20133.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">855</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1902</span> Preliminary Proposal to Use Adaptive Computer Games in the Virtual Rehabilitation Therapy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mamoun%20S.%20Ideis">Mamoun S. Ideis</a>, <a href="https://publications.waset.org/abstracts/search?q=Zein%20Salah"> Zein Salah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Virtual Rehabilitation (VR) refers to using Virtual Reality’s hardware and simulations as means of exercising tools to rehabilitate patients in need. These patients will undergo their treatment exercises while playing different computer games, which helps achieve greater motivation for patients undergoing their therapeutic exercises. Virtual Rehabilitation systems adopt computer games as part of the treatment therapy. In this paper, we present a preliminary proposal to using adaptive computer games in Virtual Rehabilitation therapy. We also present some tips in designing those adaptive computer games by using different machine learning algorithms in order to create a personalized experience for each patient, which in turn, increases the potential benefits of the treatment that each patient receives. Furthermore, we propose a method of comparing the results of treatment using the adaptive computer games with the results of using static and classical computer games. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=virtual%20rehabilitation" title="virtual rehabilitation">virtual rehabilitation</a>, <a href="https://publications.waset.org/abstracts/search?q=physiotherapy" title=" physiotherapy"> physiotherapy</a>, <a href="https://publications.waset.org/abstracts/search?q=adaptive%20computer%20games" title=" adaptive computer games"> adaptive computer games</a>, <a href="https://publications.waset.org/abstracts/search?q=post-stroke" title=" post-stroke"> post-stroke</a>, <a href="https://publications.waset.org/abstracts/search?q=game%20design" title=" game design"> game design</a> </p> <a href="https://publications.waset.org/abstracts/94427/preliminary-proposal-to-use-adaptive-computer-games-in-the-virtual-rehabilitation-therapy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/94427.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">297</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1901</span> Virtual Reality Based 3D Video Games and Speech-Lip Synchronization Superseding Algebraic Code Excited Linear Prediction</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=P.%20S.%20Jagadeesh%20Kumar">P. S. Jagadeesh Kumar</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Meenakshi%20Sundaram"> S. Meenakshi Sundaram</a>, <a href="https://publications.waset.org/abstracts/search?q=Wenli%20Hu"> Wenli Hu</a>, <a href="https://publications.waset.org/abstracts/search?q=Yang%20Yung"> Yang Yung</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In 3D video games, the dominance of production is unceasingly growing with a protruding level of affordability in terms of budget. Afterward, the automation of speech-lip synchronization technique is customarily onerous and has advanced a critical research subject in virtual reality based 3D video games. This paper presents one of these automatic tools, precisely riveted on the synchronization of the speech and the lip movement of the game characters. A robust and precise speech recognition segment that systematized with Algebraic Code Excited Linear Prediction method is developed which unconventionally delivers lip sync results. The Algebraic Code Excited Linear Prediction algorithm is constructed on that used in code-excited linear prediction, but Algebraic Code Excited Linear Prediction codebooks have an explicit algebraic structure levied upon them. This affords a quicker substitute to the software enactments of lip sync algorithms and thus advances the superiority of service factors abridged production cost. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=algebraic%20code%20excited%20linear%20prediction" title="algebraic code excited linear prediction">algebraic code excited linear prediction</a>, <a href="https://publications.waset.org/abstracts/search?q=speech-lip%20synchronization" title=" speech-lip synchronization"> speech-lip synchronization</a>, <a href="https://publications.waset.org/abstracts/search?q=video%20games" title=" video games"> video games</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20reality" title=" virtual reality"> virtual reality</a> </p> <a href="https://publications.waset.org/abstracts/78585/virtual-reality-based-3d-video-games-and-speech-lip-synchronization-superseding-algebraic-code-excited-linear-prediction" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/78585.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">474</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1900</span> On the Analysis of Strategies of Buechi Games</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ahmad%20Termimi%20Ab%20Ghani">Ahmad Termimi Ab Ghani</a>, <a href="https://publications.waset.org/abstracts/search?q=Kojiro%20Higuchi"> Kojiro Higuchi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper, we present some results of simultaneous infinite games. We mainly work with generalized reachability games and Buechi games. These games are two-player concurrent games where each player chooses simultaneously their moves at each step. Our goal is to give simple expressions of values for each game. Moreover, we are interested in the question of what type of optimal (ε-optimal) strategy exists for both players depending on the type of games. We first show the determinacy (optimal value) and optimal (ε-optimal) strategies in generalized reachability games. We provide a simple expressions of value of this game and prove the existence of memoryless randomized ε-optimal strategy for Player I in any generalized reachability games. We then observe games with more complex objectives, games with Buechi objectives. We present how to compute an ε-optimal strategies and approximate a value of game in some way. Specifically, the results of generalized reachability games are used to show the value of Buechi games can be approximated as values of some generalized reachability games. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=optimal%20Strategies" title="optimal Strategies">optimal Strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=generalized%20reachability%20games" title=" generalized reachability games"> generalized reachability games</a>, <a href="https://publications.waset.org/abstracts/search?q=Buechi%20games" title=" Buechi games"> Buechi games</a> </p> <a href="https://publications.waset.org/abstracts/23287/on-the-analysis-of-strategies-of-buechi-games" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23287.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">593</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1899</span> Cities Simulation and Representation in Locative Games from the Perspective of Cultural Studies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=B.%20A.%20A.%20Paix%C3%A3o">B. A. A. Paixão</a>, <a href="https://publications.waset.org/abstracts/search?q=J.%20V.%20B.%20Gomide"> J. V. B. Gomide</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This work aims to analyze the locative structure used by the locative games of the company Niantic. To fulfill this objective, a literature review on the representation and simulation of cities was developed; interviews with Ingress players and playing Ingress. Relating these data, it was possible to deepen the relationship between the virtual and the real to create the simulation of cities and their cultural objects in locative games. Cities representation associates geo-location provided by the Global Positioning System (GPS), with augmented reality and digital image, and provides a new paradigm in the city interaction with its parts and real and virtual world elements, homeomorphic to real world. Bibliographic review of papers related to the representation and simulation study and their application in locative games was carried out and is presented in the present paper. The cities representation and simulation concepts in locative games, and how this setting enables the flow and immersion in urban space, are analyzed. Some examples of games are discussed for this new setting development, which is a mix of real and virtual world. Finally, it was proposed a Locative Structure for electronic games using the concepts of heterotrophic representations and isotropic representations conjoined with immediacy and hypermediacy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cities%20representation" title="cities representation">cities representation</a>, <a href="https://publications.waset.org/abstracts/search?q=cities%20simulation" title=" cities simulation"> cities simulation</a>, <a href="https://publications.waset.org/abstracts/search?q=games%20simulation" title=" games simulation"> games simulation</a>, <a href="https://publications.waset.org/abstracts/search?q=immersion" title=" immersion"> immersion</a>, <a href="https://publications.waset.org/abstracts/search?q=locative%20games" title=" locative games"> locative games</a> </p> <a href="https://publications.waset.org/abstracts/96240/cities-simulation-and-representation-in-locative-games-from-the-perspective-of-cultural-studies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/96240.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">210</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1898</span> Video Games Technologies Approach for Their Use in the Classroom</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Daniel%20Vargas-Herrera">Daniel Vargas-Herrera</a>, <a href="https://publications.waset.org/abstracts/search?q=Ivette%20Caldelas"> Ivette Caldelas</a>, <a href="https://publications.waset.org/abstracts/search?q=Fernando%20Brambila-Paz"> Fernando Brambila-Paz</a>, <a href="https://publications.waset.org/abstracts/search?q=Rodrigo%20Montufar-Chaveznava"> Rodrigo Montufar-Chaveznava</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper, we present the advances corresponding to the implementation of a set of educational materials based on video games technologies. Essentially these materials correspond to projects developed and under development as bachelor thesis of some Computer Engineering students of the Engineering School. All materials are based on the Unity SDK; integrating some devices such as kinect, leap motion, oculus rift, data gloves and Google cardboard. In detail, we present a virtual reality application for neurosciences students (suitable for neural rehabilitation), and virtual scenes for the Google cardboard, which will be used by the psychology students for phobias treatment. The objective is these materials will be located at a server to be available for all students, in the classroom or in the cloud, considering the use of smartphones has been widely extended between students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=virtual%20reality" title="virtual reality">virtual reality</a>, <a href="https://publications.waset.org/abstracts/search?q=interactive%20technologies" title=" interactive technologies"> interactive technologies</a>, <a href="https://publications.waset.org/abstracts/search?q=video%20games" title=" video games"> video games</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20materials" title=" educational materials"> educational materials</a> </p> <a href="https://publications.waset.org/abstracts/55917/video-games-technologies-approach-for-their-use-in-the-classroom" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/55917.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">657</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1897</span> Designing Effective Serious Games for Learning and Conceptualization Their Structure</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zahara%20Abdulhussan%20Al-Awadai">Zahara Abdulhussan Al-Awadai</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Currently, serious games play a significant role in education, sparking an increasing interest in using games for purposes beyond mere entertainment. In this research, we investigate the main requirements and aspects of designing and developing effective serious games for learning and developing a conceptual model to describe the structure of serious games with a focus on both aspects of serious games. The main contributions of this approach are to facilitate the design and development of serious games in a flexible and easy-to-use way and also to support the cooperative work between the multidisciplinary developer team. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=game%20development" title="game development">game development</a>, <a href="https://publications.waset.org/abstracts/search?q=game%20design" title=" game design"> game design</a>, <a href="https://publications.waset.org/abstracts/search?q=requirements" title=" requirements"> requirements</a>, <a href="https://publications.waset.org/abstracts/search?q=serious%20games" title=" serious games"> serious games</a>, <a href="https://publications.waset.org/abstracts/search?q=serious%20game%20model." title=" serious game model."> serious game model.</a> </p> <a href="https://publications.waset.org/abstracts/183479/designing-effective-serious-games-for-learning-and-conceptualization-their-structure" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/183479.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">62</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1896</span> Gacha Games Economy: A Case Study of Arknights</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Amirhossen%20Zare%20Rahvard">Amirhossen Zare Rahvard</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Freemium games based on the gacha mechanic have proven highly successful in recent years - games with simple graphics and simple gameplay systems but with a highly profitable market. Attempts at developing gacha games have even been made in Iran. Since gacha games are both profitable and easy to develop, they seem to be a suitable starting point for establishing a video game market in underdeveloped countries. This article aims to review the gacha games' approach to gaining revenue by studying the case of Arknights game in order to draw an outline of how simple games have led to great markets. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=gacha%20games" title="gacha games">gacha games</a>, <a href="https://publications.waset.org/abstracts/search?q=game%E2%80%99s%20economy" title=" game’s economy"> game’s economy</a>, <a href="https://publications.waset.org/abstracts/search?q=underdeveloped%20countries%20and%20games" title=" underdeveloped countries and games"> underdeveloped countries and games</a>, <a href="https://publications.waset.org/abstracts/search?q=arkngihts" title=" arkngihts"> arkngihts</a> </p> <a href="https://publications.waset.org/abstracts/177713/gacha-games-economy-a-case-study-of-arknights" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/177713.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">124</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1895</span> Exploring Augmented Reality Applications for UNESCO World Heritage Sites in Greece: Addressing Purpose, Scenarios, Platforms, and Visitor Impact</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20Georgiou">A. Georgiou</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Galani"> A. Galani</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Karatza"> A. Karatza</a>, <a href="https://publications.waset.org/abstracts/search?q=G.%20E.%20Bampasidis"> G. E. Bampasidis</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Augmented Reality (AR) technology has become integral in enhancing visitor experiences at Greece's UNESCO World Heritage Sites. This research meticulously investigates various facets of AR applications/games associated with these revered sites. The cultural heritage represents the identity of each nation in the world. Technology can breathe life into this identity. Through Augmented Reality (AR), individuals can travel back in time, visit places they cannot access in real life, discover the history of these places, and live unique experiences. The study examines the objectives and intended goals behind the development and deployment of each augmented reality application/game pertaining to the UNESCO World Heritage Sites in Greece. It thoroughly analyzes the scenarios presented within these AR games/applications, examining how historical narratives, interactive elements, and cultural context are incorporated to engage users. Furthermore, the research identifies and assesses the technological platforms utilized for the development and implementation of these AR experiences, encompassing mobile devices, AR headsets, or specific software frameworks. It classifies and examines the types of augmented reality employed within these applications/games, including marker-based, markerless, location-based, or immersive AR experiences. Evaluation of the benefits accrued by visitors engaging with these AR applications/games, such as enhanced learning experiences, improved cultural understanding, and heightened engagement with the heritage sites, forms a crucial aspect of this study. Additionally, the research scrutinizes potential drawbacks or limitations associated with the AR applications/games, considering technological barriers, user accessibility issues, or constraints affecting user experience. By thoroughly investigating these pivotal aspects, this research aims to provide a comprehensive overview and analysis of the landscape of augmented reality applications/games linked to the UNESCO World Heritage Sites in Greece. The findings seek to contribute nuanced insights into the effectiveness, challenges, and opportunities associated with leveraging AR technology for heritage site preservation, visitor engagement, and cultural enrichment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=augmented%20reality" title="augmented reality">augmented reality</a>, <a href="https://publications.waset.org/abstracts/search?q=AR%20applications" title=" AR applications"> AR applications</a>, <a href="https://publications.waset.org/abstracts/search?q=UNESCO%20sites" title=" UNESCO sites"> UNESCO sites</a>, <a href="https://publications.waset.org/abstracts/search?q=cultural%20heritage" title=" cultural heritage"> cultural heritage</a>, <a href="https://publications.waset.org/abstracts/search?q=Greece" title=" Greece"> Greece</a>, <a href="https://publications.waset.org/abstracts/search?q=visitor%20engagement" title=" visitor engagement"> visitor engagement</a>, <a href="https://publications.waset.org/abstracts/search?q=historical%20narratives" title=" historical narratives"> historical narratives</a> </p> <a href="https://publications.waset.org/abstracts/176630/exploring-augmented-reality-applications-for-unesco-world-heritage-sites-in-greece-addressing-purpose-scenarios-platforms-and-visitor-impact" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/176630.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">63</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1894</span> Freedom and the Value of Games: How to Overcome the Challenges in the Gamification of Necessary Learning Tasks</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jonathan%20May">Jonathan May</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper argues that the value of games relates to the sensation of freedom they create, and this in turn results from their nature as voluntary, non-necessary tasks. Attempts to gamify necessary learning tasks are therefore challenged to create this sensation of freedom and so they often fail to create the pleasure and value found in traditional games. It then demonstrates a route to creating this sensation of freedom through the maximization of varied and creative solutions to such problems. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=gamification" title="gamification">gamification</a>, <a href="https://publications.waset.org/abstracts/search?q=games" title=" games"> games</a>, <a href="https://publications.waset.org/abstracts/search?q=philosophy%20of%20games" title=" philosophy of games"> philosophy of games</a>, <a href="https://publications.waset.org/abstracts/search?q=freedom" title=" freedom"> freedom</a>, <a href="https://publications.waset.org/abstracts/search?q=voluntary%20action" title=" voluntary action"> voluntary action</a>, <a href="https://publications.waset.org/abstracts/search?q=necessity" title=" necessity"> necessity</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=value%20of%20games" title=" value of games"> value of games</a> </p> <a href="https://publications.waset.org/abstracts/151112/freedom-and-the-value-of-games-how-to-overcome-the-challenges-in-the-gamification-of-necessary-learning-tasks" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/151112.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">176</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1893</span> Geographical Data Visualization Using Video Games Technologies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nizar%20Karim%20Uribe-Orihuela">Nizar Karim Uribe-Orihuela</a>, <a href="https://publications.waset.org/abstracts/search?q=Fernando%20Brambila-Paz"> Fernando Brambila-Paz</a>, <a href="https://publications.waset.org/abstracts/search?q=Ivette%20Caldelas"> Ivette Caldelas</a>, <a href="https://publications.waset.org/abstracts/search?q=Rodrigo%20Montufar-Chaveznava"> Rodrigo Montufar-Chaveznava</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper, we present the advances corresponding to the implementation of a strategy to visualize geographical data using a Software Development Kit (SDK) for video games. We use multispectral images from Landsat 7 platform and Laser Imaging Detection and Ranging (LIDAR) data from The National Institute of Geography and Statistics of Mexican (INEGI). We select a place of interest to visualize from Landsat platform and make some processing to the image (rotations, atmospheric correction and enhancement). The resulting image will be our gray scale color-map to fusion with the LIDAR data, which was selected using the same coordinates than in Landsat. The LIDAR data is translated to 8-bit raw data. Both images are fused in a software developed using Unity (an SDK employed for video games). The resulting image is then displayed and can be explored moving around. The idea is the software could be used for students of geology and geophysics at the Engineering School of the National University of Mexico. They will download the software and images corresponding to a geological place of interest to a smartphone and could virtually visit and explore the site with a virtual reality visor such as Google cardboard. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=virtual%20reality" title="virtual reality">virtual reality</a>, <a href="https://publications.waset.org/abstracts/search?q=interactive%20technologies" title=" interactive technologies"> interactive technologies</a>, <a href="https://publications.waset.org/abstracts/search?q=geographical%20data%20visualization" title=" geographical data visualization"> geographical data visualization</a>, <a href="https://publications.waset.org/abstracts/search?q=video%20games%20technologies" title=" video games technologies"> video games technologies</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20material" title=" educational material"> educational material</a> </p> <a href="https://publications.waset.org/abstracts/79894/geographical-data-visualization-using-video-games-technologies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/79894.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">246</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1892</span> A Review of Applying Serious Games on Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Carlos%20Oliveira">Carlos Oliveira</a>, <a href="https://publications.waset.org/abstracts/search?q=Ulrick%20Pimentel"> Ulrick Pimentel</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Digital games have conquered a growing space in the lives of children, adolescents and adults. In this perspective, the use of this resource has shown to be an important strategy that facilitates the learning process. This research is a literature review on the use of serious games in teaching, which shows the characteristics of these games, the benefits and possible harms that this resource can produce, in addition to the possible methods of evaluating the effectiveness of this resource in teaching. The results point out that Serious Games have significant potential as a tool for instruction. However, their effectiveness in terms of learning outcomes is still poorly studied, mainly due to the complexity involved in evaluating intangible measures. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=serious%20games" title="serious games">serious games</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a>, <a href="https://publications.waset.org/abstracts/search?q=application" title=" application"> application</a>, <a href="https://publications.waset.org/abstracts/search?q=literature%20review" title=" literature review"> literature review</a> </p> <a href="https://publications.waset.org/abstracts/71277/a-review-of-applying-serious-games-on-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/71277.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">309</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1891</span> A Participatory Study in Using Augmented Reality for Teaching Civics in Middle Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=E.%20Sahar">E. Sahar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Civic political knowledge is crucial for the stability of democratic countries. In the USA, Americans have poor knowledge about their constitution and their political systems. Some states such as Florida State suffers from a huge decline in civics comparing to the National Average. This study concerns with using new technologies such as augmented reality to engage students in learning civics in classrooms. This is a participatory study, which engage teachers in the process of designing augmented reality civic games. The researcher used survey to find out the materials that teachers struggle with while teaching civics. Four lessons were found the most difficult to teach for middle school students: SS7C1.1 Enlightenment thinkers, SS7C1.2 influencing documents, SS7C1.7-Weakness of the Articles of Confederation, and Forms and systems of governments. For the limited scope of this study, we focused on “Forms and Systems of governments’ as the main project. Augmented Reality is used to help students to engage in learning civics through building a game that is based on the pedagogy constructivism theory. The resulted project meets the educational requirements for civics, provide students with more knowledge in at stake issues such as migration and citizenship, and help them to build leadership skills while playing in groups. The augmented reality game is also designed to test the students learning for each stage. This study helps to generate insightful implications for the use of augmented reality by educators, researchers, instructional designers, and developers who are interested in integrating technology in teaching civics for students in middle school classrooms. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=augmented%20reality" title="augmented reality">augmented reality</a>, <a href="https://publications.waset.org/abstracts/search?q=games" title=" games"> games</a>, <a href="https://publications.waset.org/abstracts/search?q=civics%20teaching" title=" civics teaching"> civics teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=Florida%20middle%20school" title=" Florida middle school"> Florida middle school</a> </p> <a href="https://publications.waset.org/abstracts/100235/a-participatory-study-in-using-augmented-reality-for-teaching-civics-in-middle-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/100235.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">122</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1890</span> Utilisation of Sports and Games for Psychosocial Rehabilitation of Internally Displaced Persons in Maiduguri, Nigeria </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Stephen%20Hamafyelto">Stephen Hamafyelto</a>, <a href="https://publications.waset.org/abstracts/search?q=Hussaini%20Garba"> Hussaini Garba</a>, <a href="https://publications.waset.org/abstracts/search?q=Mary%20Pindar%20Ndahi"> Mary Pindar Ndahi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study was carried out with the intent to mitigate the trauma experienced by victims of insurgent attacks by the so-called Boko Haram militants in Borno state of Nigeria. The area was ridden by the crisis over the past 9 years. As a result, many people were killed, maimed and raped. Some others suffered all manner of inhuman treatment at the hands of their captors. The extent to which this dehumanized treatment has gone and impacted on the people in this area has left most of them traumatised. Victims who survived the attacks have been resettled in camps provided by government where their needs have been cared for. This can never be the same with their natural habitats. Many interventions have also been done by government, non-governmental organisations and corporate and individual bodies. In this regard, social needs of the victims have been the immediate concerns of most organisations, where food, shelter, and clothing were provided. However, there is little that has been done to rehabilitate these victims psychosocially. In this regard, sports and games including the victims’ local games were used to provide psychosocial rehabilitation of victims. The intent was to bring them back to social reality, social inclusion, and stable emotions and peer integration. Descriptive statistics and Multivariate analysis were done. No statistically significant difference was found among male and female children and adults in terms of psychosocial rehabilitation using sports and games. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20reality" title="social reality">social reality</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20inclusion" title=" social inclusion"> social inclusion</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20intellegence" title=" emotional intellegence"> emotional intellegence</a>, <a href="https://publications.waset.org/abstracts/search?q=peer%20model" title=" peer model"> peer model</a> </p> <a href="https://publications.waset.org/abstracts/81772/utilisation-of-sports-and-games-for-psychosocial-rehabilitation-of-internally-displaced-persons-in-maiduguri-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/81772.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">205</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1889</span> Serious Game for Learning: A Model for Efficient Game Development</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zahara%20Abdulhussan%20Al-Awadai">Zahara Abdulhussan Al-Awadai</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In recent years, serious games have started to gain an increasing interest as a tool to support learning across different educational and training fields. It began to serve as a powerful educational tool for improving learning outcomes. In this research, we discuss the potential of virtual experiences and games research outside of the games industry and explore the multifaceted impact of serious games and related technologies on various aspects of our lives. We highlight the usage of serious games as a tool to improve education and other applications with a purpose beyond the entertainment industry. One of the main contributions of this research is proposing a model that facilitates the design and development of serious games in a flexible and easy-to-use way. This is achieved by exploring different requirements to develop a model that describes a serious game structure with a focus on both aspects of serious games (educational and entertainment aspects). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=game%20development" title="game development">game development</a>, <a href="https://publications.waset.org/abstracts/search?q=requirements" title=" requirements"> requirements</a>, <a href="https://publications.waset.org/abstracts/search?q=serious%20games" title=" serious games"> serious games</a>, <a href="https://publications.waset.org/abstracts/search?q=serious%20game%20model" title=" serious game model"> serious game model</a> </p> <a href="https://publications.waset.org/abstracts/183475/serious-game-for-learning-a-model-for-efficient-game-development" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/183475.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">58</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1888</span> 'Violence Is Bad, but It's Just a Game': The Glorification of Violence from Roman Antiquity to Popular Culture</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20C.%20Steyn">M. C. Steyn</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Violence and entertainment are not mutually exclusive subjects in the Ancient Roman world, in reality they are closely knit together. Their world is permeated by repeated and continuous episodes of violence in its many manifestations, both sanctioned and spontaneous, most of which is considered as some form of entertainment, from plays and writings through the spectrum to the gladiatorial arena. In the 21st century this socio-psychological dynamic is manifested through the stage provided by the screen and what we watch in terms of TV, movies and games. This glorification of violence in a modern world is not out of place as seen in contemporary post apocalyptical/ dystopian literature, film and computer games where the act of violence, frowned upon by social norms and values, becomes sanctioned by the (un)real nature of the game: ‘I am not a violent person, violence is bad, this is just a game’. This paper will examine how violence is framed in the Ancient World and subsequently how it is received by popular culture to represent a world in which the maintenance of stability can only be achieved through officially sanctioned violence, whether sanctioned by the State or the gaming community. This argument will examine both ancient and modern critics of violence such as Senecca, Coleman and Foucault and framed by Baudrillard’s commentary on the post-modern conceptualization of reality. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=entertainment" title="entertainment">entertainment</a>, <a href="https://publications.waset.org/abstracts/search?q=violence" title=" violence"> violence</a>, <a href="https://publications.waset.org/abstracts/search?q=gladiatorial%20games" title=" gladiatorial games"> gladiatorial games</a>, <a href="https://publications.waset.org/abstracts/search?q=gaming" title=" gaming"> gaming</a> </p> <a href="https://publications.waset.org/abstracts/40107/violence-is-bad-but-its-just-a-game-the-glorification-of-violence-from-roman-antiquity-to-popular-culture" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40107.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">490</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1887</span> History Impact of Cuba's Sports Results on Panamerican Games</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jose%20Ramon%20Sanabria%20Navarro">Jose Ramon Sanabria Navarro</a>, <a href="https://publications.waset.org/abstracts/search?q=Yahilina%20Silveira%20Perez"> Yahilina Silveira Perez</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Pan American Games are one of the best regional sports integration events for the Americas, thousands of athletes from different countries are integrated based on obtaining satisfactory sports results and bringing the glory of the national identity of the sport to their country. There are countries that despite the small number of inhabitants have obtained very satisfactory results such as Cuba. Objective: To analyze the impact of Cuba's sports results in the Pan American Games. The methodology was based on the postulates of the materialist dialectic since the investigated reality was studied from historicity, systematicity and in its systemic character. The population and sample consisted of 41 countries of the American continent, and the 15 events carried out to date were analyzed. The impact of Cuba is very relevant because it is the country that has the second place by country in terms of number of medals, is among the first in terms of medals per inhabitants and in general sense of all the indicators treated assumes the fourth place integral. What is the current status of Cuba's sports results in Pan American Games? Having as a general objective, analyze the impact of Cuba's sports results in the Pan American Games. The hypotheses that will lead this research have the following methodological and interaction order: H1: Cuba's performance in Pan American Sports Games positively impacts the amount of medals obtained. H2: The amount of medals from Cuba in Pan American Sports Games positively impacts the general podium for countries of these regional events. H3: The amount of medals obtained by Cuba in Pan American Sports Games positively impacts the number of inhabitants. H4: The amount of medals obtained by Cuba positively impacts the overall result of the countries. H5: Cuba's performance in the Panamerican Sports Games positively impacts the overall results of these regional events. In general, it is possible to demonstrate the impact of Cuba's sports performance in Pan American Games and the organizational sports structure that has allowed the country to obtain them is evidenced. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cuba" title="Cuba">Cuba</a>, <a href="https://publications.waset.org/abstracts/search?q=history%20of%20sport" title=" history of sport"> history of sport</a>, <a href="https://publications.waset.org/abstracts/search?q=sports%20games" title=" sports games"> sports games</a>, <a href="https://publications.waset.org/abstracts/search?q=regional%20events" title=" regional events"> regional events</a>, <a href="https://publications.waset.org/abstracts/search?q=sport" title=" sport"> sport</a> </p> <a href="https://publications.waset.org/abstracts/125447/history-impact-of-cubas-sports-results-on-panamerican-games" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/125447.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">128</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1886</span> People Abandoning Mobile Social Games: Using Candy Crush Saga as an Example</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pei-Shan%20Wei">Pei-Shan Wei</a>, <a href="https://publications.waset.org/abstracts/search?q=Szu-Ying%20Lee"> Szu-Ying Lee</a>, <a href="https://publications.waset.org/abstracts/search?q=Hsi-Peng%20Lu"> Hsi-Peng Lu</a>, <a href="https://publications.waset.org/abstracts/search?q=Jen-Chuen%20Tzou"> Jen-Chuen Tzou</a>, <a href="https://publications.waset.org/abstracts/search?q=Chien-I%20Weng"> Chien-I Weng</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Mobile social games recently become extremely popular, spawning a whole new entertainment culture. However, mobile game players are fickle, quickly and easily picking up and abandoning games. This pilot study seeks to identify factors that influence users to discontinue playing mobile social games. We identified three sacrifices which can prompt users to abandon games: monetary sacrifice, time sacrifice and privacy sacrifice. The results showed that monetary sacrifice has a greater impact than the other two factors in causing players to discontinue usage intention. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=abandon" title="abandon">abandon</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20devices" title=" mobile devices"> mobile devices</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20social%20games" title=" mobile social games"> mobile social games</a>, <a href="https://publications.waset.org/abstracts/search?q=perceived%20sacrifice" title=" perceived sacrifice"> perceived sacrifice</a> </p> <a href="https://publications.waset.org/abstracts/15547/people-abandoning-mobile-social-games-using-candy-crush-saga-as-an-example" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/15547.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">495</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1885</span> Integrating Historical Narratives with Merge Games as Tools for Pedagogy In Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aathira%20H.">Aathira H.</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Digital games can act as catalysts for educational transformation in the current scenario. Children and adolescence acquire this digital knowledge quickly and hence digital games can act as one of the most effective media for technology-mediated learning. Mobile gaming industries have seen the rise of a new trending genre of games, i.e., “Merge games” which is currently thriving in the market. This paper analysis on how gamifying historic and cultural narratives with merge mechanics can be an effective way to educate school children. Through the study of how merge mechanics in games have currently emerged as a trend., this paper argues how it can be integrated with a strong narrative which can convey history in an engaging way for education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=game-based%20learning" title="game-based learning">game-based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=merge%20mechanics" title=" merge mechanics"> merge mechanics</a>, <a href="https://publications.waset.org/abstracts/search?q=historical%20narratives" title=" historical narratives"> historical narratives</a>, <a href="https://publications.waset.org/abstracts/search?q=gaming%20innovations" title=" gaming innovations"> gaming innovations</a> </p> <a href="https://publications.waset.org/abstracts/177670/integrating-historical-narratives-with-merge-games-as-tools-for-pedagogy-in-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/177670.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">104</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1884</span> The Subcategories of Folklore Dance for Children as Didactic Games for Developing Musical Ability in the Preschool Period </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Eudjen%20Cinc">Eudjen Cinc</a>, <a href="https://publications.waset.org/abstracts/search?q=Mircea%20Maran"> Mircea Maran</a>, <a href="https://publications.waset.org/abstracts/search?q=Jasmina%20Stolic"> Jasmina Stolic</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Viewed through the prism of folkloristics – ethnomusicology, the majority of didactic musical games belong to the category of folklore creative work of children, such games can be extremely useful for the development of musical ability in the preschool age. The paper gives a number of examples from the Romanian children folklore which were used in practice. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=musical%20games" title="musical games">musical games</a>, <a href="https://publications.waset.org/abstracts/search?q=children%20folklore" title=" children folklore"> children folklore</a>, <a href="https://publications.waset.org/abstracts/search?q=rhythmical%20system" title=" rhythmical system"> rhythmical system</a>, <a href="https://publications.waset.org/abstracts/search?q=melodica" title=" melodica"> melodica</a> </p> <a href="https://publications.waset.org/abstracts/20125/the-subcategories-of-folklore-dance-for-children-as-didactic-games-for-developing-musical-ability-in-the-preschool-period" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/20125.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">703</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1883</span> Game “EZZRA” as an Innovative Solution</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mane%20Varosyan">Mane Varosyan</a>, <a href="https://publications.waset.org/abstracts/search?q=Diana%20Tumanyan"> Diana Tumanyan</a>, <a href="https://publications.waset.org/abstracts/search?q=Agnesa%20Martirosyan"> Agnesa Martirosyan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There are many catastrophic events that end with dire consequences, and to avoid them, people should be well-armed with the necessary information about these situations. During the last years, Serious Games have increasingly gained popularity for training people for different types of emergencies. The major discussed problem is the usage of gamification in education. Moreover, it is mandatory to understand how and what kind of gamified e-learning modules promote engagement. As the theme is emergency, we also find out people’s behavior for creating the final approach. Our proposed solution is an educational video game, “EZZRA”. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=gamification" title="gamification">gamification</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=emergency" title=" emergency"> emergency</a>, <a href="https://publications.waset.org/abstracts/search?q=serious%20games" title=" serious games"> serious games</a>, <a href="https://publications.waset.org/abstracts/search?q=game%20design" title=" game design"> game design</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20reality" title=" virtual reality"> virtual reality</a>, <a href="https://publications.waset.org/abstracts/search?q=digitalisation" title=" digitalisation"> digitalisation</a> </p> <a href="https://publications.waset.org/abstracts/165874/game-ezzra-as-an-innovative-solution" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/165874.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">75</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1882</span> Mental Health Representation in Video Games</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Leonid%20Rybakovski">Leonid Rybakovski</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Contemporary media offer a variety of themes for the diverse tastes of their audiences. The Digital games medium was mostly perceived as an instrument of entertainment. But being a part of global trends while constantly pushing the boundaries of storytelling in virtual reality and standing on the edge of technology also brings huge responsibility for game designers around the globe. A very recent emerging topic over the last years was an individual's mental state. In recent years there has been a shift in mental problems representations in commercial game releases such as Hell blade: Senua's Sacrifice and Sea of Solitude. The aim of this study is to research the approach of mental illness representation in media and digital games over the years and to suggest alternatives for putting characters who suffer from mental illness at the forefront of the storyline. This study traces dominant representations of characters with mental illness in digital games, reflecting the major change of the game industry toward inclusiveness. At the same time, the research embraces a hybrid approach to the academic study of digital games and includes the development of a game that follows a post-traumatic young girl, forcing the users to live her life through her eyes. The game prototype was developed as part of the Mdes Game Design and Development program and consisted of academic research and game development practices. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=framing%20analysis" title="framing analysis">framing analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=mental%20condition" title=" mental condition"> mental condition</a>, <a href="https://publications.waset.org/abstracts/search?q=up%20keying" title=" up keying"> up keying</a>, <a href="https://publications.waset.org/abstracts/search?q=game%20mechanics" title=" game mechanics"> game mechanics</a> </p> <a href="https://publications.waset.org/abstracts/141785/mental-health-representation-in-video-games" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/141785.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">173</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1881</span> Analyzing the Use of Augmented Reality and Image Recognition in Cultural Education: Use Case of Sintra Palace Treasure Hunt Application</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Marek%20Maruszczak">Marek Maruszczak</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Gamified applications have been used successfully in education for years. The rapid development of technologies such as augmented reality and image recognition increases their availability and reduces their prices. Thus, there is an increasing possibility and need for a wide use of such applications in education. The main purpose of this article is to present the effects of work on a mobile application with augmented reality, the aim of which is to motivate tourists to pay more attention to the attractions and increase the likelihood of moving from one attraction to the next while visiting the Palácio Nacional de Sintra in Portugal. Work on the application was carried out together with the employees of Parques de Sintra from 2019 to 2021. Their effect was the preparation of a mobile application using augmented reality and image recognition. The application was tested on the palace premises by both Parques de Sintra employees and tourists visiting Palácio Nacional de Sintra. The collected conclusions allowed for the formulation of good practices and guidelines that can be used when designing gamified apps for the purpose of cultural education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=augmented%20reality" title="augmented reality">augmented reality</a>, <a href="https://publications.waset.org/abstracts/search?q=cultural%20education" title=" cultural education"> cultural education</a>, <a href="https://publications.waset.org/abstracts/search?q=gamification" title=" gamification"> gamification</a>, <a href="https://publications.waset.org/abstracts/search?q=image%20recognition" title=" image recognition"> image recognition</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20games" title=" mobile games"> mobile games</a> </p> <a href="https://publications.waset.org/abstracts/139205/analyzing-the-use-of-augmented-reality-and-image-recognition-in-cultural-education-use-case-of-sintra-palace-treasure-hunt-application" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/139205.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">190</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1880</span> Virtual Reality Application for Neurorehabilitation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Daniel%20Vargas-Herrera">Daniel Vargas-Herrera</a>, <a href="https://publications.waset.org/abstracts/search?q=Ivette%20Caldelas"> Ivette Caldelas</a>, <a href="https://publications.waset.org/abstracts/search?q=Fernando%20Brambila-Paz"> Fernando Brambila-Paz</a>, <a href="https://publications.waset.org/abstracts/search?q=Rodrigo%20Montufar-Chaveznava"> Rodrigo Montufar-Chaveznava</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper, we present a virtual reality application for neurorehabilitation. This application was developed using the Unity SDK integrating the Oculus Rift and Leap Motion devices. Essentially, it consists of three stages according to the kind of rehabilitation to carry on: ocular rehabilitation, head/neck rehabilitation, and eye-hand coordination. We build three scenes for each task; for ocular and head/neck rehabilitation, there are different objects moving in the field of view and extended field of view of the user according to some patterns relative to the therapy. In the third stage the user must try to touch with the hand some objects guided by its view. We report the primer results of the use of the application with healthy people. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=virtual%20reality" title="virtual reality">virtual reality</a>, <a href="https://publications.waset.org/abstracts/search?q=interactive%20technologies" title=" interactive technologies"> interactive technologies</a>, <a href="https://publications.waset.org/abstracts/search?q=video%20games" title=" video games"> video games</a>, <a href="https://publications.waset.org/abstracts/search?q=neurorehabilitation" title=" neurorehabilitation"> neurorehabilitation</a> </p> <a href="https://publications.waset.org/abstracts/55918/virtual-reality-application-for-neurorehabilitation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/55918.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">412</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1879</span> Interactive and Innovative Environments for Modeling Digital Educational Games and Animations</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ida%20Srdi%C4%87">Ida Srdić</a>, <a href="https://publications.waset.org/abstracts/search?q=Luka%20Mandi%C4%87"> Luka Mandić</a>, <a href="https://publications.waset.org/abstracts/search?q=LidijaMandi%C4%87"> LidijaMandić</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Digitization and intensive use of tablets, smartphones, the internet, mobile, and web applications have massively disrupted our habits, and the way audiences (especially youth) consume content. To introduce educational content in games and animations, and at the same time to keep it interesting and compelling for kids, is a challenge. In our work, we are comparing the different possibilities and potentials that digital games could provide to successfully mitigate direct connection with education. We analyze the main directions and educational methods in game-based learning and the possibilities of interactive modeling through questionnaires for user experience and requirements. A pre and post-quantitative survey will be conducted in order to measure levels of objective knowledge as well as the games perception. This approach enables quantitative and objective evaluation of the impact the game has on participants. Also, we will discuss the main barriers to the use of games in education and how games can be best used for learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bloom%E2%80%99s%20taxonomy" title="Bloom’s taxonomy">Bloom’s taxonomy</a>, <a href="https://publications.waset.org/abstracts/search?q=epistemic%20games" title=" epistemic games"> epistemic games</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20objectives" title=" learning objectives"> learning objectives</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20learning%20environments" title=" virtual learning environments"> virtual learning environments</a> </p> <a href="https://publications.waset.org/abstracts/145447/interactive-and-innovative-environments-for-modeling-digital-educational-games-and-animations" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/145447.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">98</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1878</span> Approach-Avoidance and Intrinsic-Extrinsic Motivation of Adolescent Computer Games Players</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Monika%20Paleczna">Monika Paleczna</a>, <a href="https://publications.waset.org/abstracts/search?q=Barbara%20Szmigielska"> Barbara Szmigielska</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The period of adolescence is a time when young people are becoming more and more active and conscious users of the digital world. One of the most frequently undertaken activities by them is computer games. Young players can choose from a wide range of games, including action, adventure, strategy, and logic games. The main aim of this study is to answer the question about the motivation of teenage players. The basic question is what motivates young players to play computer games and what motivates them to play a particular game. Fifty adolescents aged 15-17 participated in the study. They completed a questionnaire in which they determined what motivates them to play, how often they play computer games, and what type of computer games they play most often. It was found that entertainment and learning English are among the most important motives. The most important specific features related to a given game are the knowledge of its previous parts and the ability to play for free. The motives chosen by the players will be described in relation to the concepts of internal and external as well as approach and avoidance motivation. An additional purpose of this study is to present data concerning preferences regarding the type of games and the amount of time they spend playing. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=computer%20games" title="computer games">computer games</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=game%20preferences" title=" game preferences"> game preferences</a>, <a href="https://publications.waset.org/abstracts/search?q=adolescence" title=" adolescence"> adolescence</a> </p> <a href="https://publications.waset.org/abstracts/135153/approach-avoidance-and-intrinsic-extrinsic-motivation-of-adolescent-computer-games-players" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/135153.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">184</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1877</span> A Comprehensive Study on Quality Assurance in Game Development</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maria%20Komal">Maria Komal</a>, <a href="https://publications.waset.org/abstracts/search?q=Zaineb%20Khalil"> Zaineb Khalil</a>, <a href="https://publications.waset.org/abstracts/search?q=Mehreen%20Sirshar"> Mehreen Sirshar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Due to the recent technological advancements, Games have become one of the most demanding applications. Gaming industry is rapidly growing and the key to success in this industry is the development of good quality games, which is a highly competitive issue. The ultimate goal of game developers is to provide player’s satisfaction by developing high-quality games. This research is the comprehensive survey of techniques followed by game industries to ensure games quality. After analysis of various techniques, it has been found that quality simulation according to ISO standards and play test methods are used to ensure games quality. Because game development requires cross-disciplined team, an increasing trend towards distributed game development has been observed. This paper evaluates the strengths and weaknesses of current methodologies used in game industry and draws a conclusion. We have also proposed quality parameters which can be used as a heuristic framework to identify those attributes which have high testing priorities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=game%20development" title="game development">game development</a>, <a href="https://publications.waset.org/abstracts/search?q=computer%20games" title=" computer games"> computer games</a>, <a href="https://publications.waset.org/abstracts/search?q=video%20games" title=" video games"> video games</a>, <a href="https://publications.waset.org/abstracts/search?q=gaming%20industry" title=" gaming industry"> gaming industry</a>, <a href="https://publications.waset.org/abstracts/search?q=quality%20assurance" title=" quality assurance"> quality assurance</a>, <a href="https://publications.waset.org/abstracts/search?q=playability" title=" playability"> playability</a>, <a href="https://publications.waset.org/abstracts/search?q=user%20experience" title=" user experience"> user experience</a> </p> <a href="https://publications.waset.org/abstracts/25562/a-comprehensive-study-on-quality-assurance-in-game-development" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/25562.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">533</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1876</span> Developing a Customizable Serious Game and Its Applicability in the Classroom</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anita%20K%C3%A9ri">Anita Kéri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Recent developments in the field of education have led to a renewed interest in teaching methodologies and practices. Gamification is fast becoming a key instrument in the education of new generations and besides other methods, serious games have become the center of attention. Ready-built serious games are available for most higher education institutions to buy and implement. However, monetary restraints and the unalterable nature of the games might deter most higher education institutions from the application of these serious games. Therefore, there is a continuously growing need for a customizable serious game that has been developed based on a concrete need analysis and experts’ opinion. There has been little evidence so far of serious games that have been created based on relevant and current need analysis from higher education institution teachers, professional practitioners and students themselves. Therefore, the aim of this current paper is to analyze the needs of higher education institution educators with special emphasis on their needs, the applicability of serious games in their classrooms, and exploring options for the development of a customizable serious game framework. The paper undertakes to analyze workshop discussions on implementing serious games in education and propose a customizable serious game framework applicable in the education of the new generation. Research results show that the most important feature of a serious game is its customizability. The fact that practitioners are able to manage different scenarios and upload their own content to a game seems to be a key to the increasingly widespread application of serious games in the classroom. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education" title="education">education</a>, <a href="https://publications.waset.org/abstracts/search?q=gamification" title=" gamification"> gamification</a>, <a href="https://publications.waset.org/abstracts/search?q=game-based%20learning" title=" game-based learning"> game-based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=serious%20games" title=" serious games"> serious games</a> </p> <a href="https://publications.waset.org/abstracts/106025/developing-a-customizable-serious-game-and-its-applicability-in-the-classroom" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/106025.pdf" target="_blank" class="btn 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